Introduction - Grade 4 English–Language Arts

Released Test Questions

CALIFORNIA STANDARDS TEST

English?Language Arts

GRADE

4

Introduction - Grade 4 English?Language Arts

The following released test questions are taken from the Grade 4 English?Language Arts Standards Test. This test is one of the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program under policies set by the State Board of Education.

All questions on the California Standards Tests are evaluated by committees of content experts, including teachers and administrators, to ensure their appropriateness for measuring the California academic content standards in Grade 4 English?Language Arts. In addition to content, all items are reviewed and approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity, and language.

This document contains released test questions from the California Standards Test forms in 2003, 2004, 2005, 2006, 2007, and 2008. First on the pages that follow are lists of the standards assessed on the Grade 4 English? Language Arts Test. Next are released passages and test questions. Following the questions is a table that gives the correct answer for each question, the content standard that each question is measuring, and the year each question last appeared on the test.

The following table lists each strand/reporting cluster, the number of items that appear on the exam, and the number of released test questions that appear in this document.

STRAND/REPORTING CLUSTER

? Word Analysis ? Reading Comprehension ? Literary Response and Analysis ? Writing Strategies ? Writing Conventions TOTAL

NUMBER OF QUESTIONS ON EXAM

18 15 9 15 18 75

NUMBER OF RELEASED TEST QUESTIONS

23 26 14 27 24 114

In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of the academic content standards assessed on the Grade 4 English?Language Arts Test; (2) the questions demonstrate a range of difficulty; and (3) the questions present a variety of ways standards can be assessed. These released test questions do not reflect all of the ways the standards may be assessed. Released test questions will not appear on future tests.

For more information about the California Standards Tests, visit the California Department of Education's Web site at .

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

GRADE

4

CALIFORNIA STANDARDS TEST

English?Language Arts

Released Test Questions

READING

The Reading portion of the Grade 4 California English?Language Arts Standards Test has three strands/ reporting clusters: Word Analysis, Reading Comprehension, and Literary Response and Analysis. Each of these strands/clusters is described below.

The Word Analysis Strand/Cluster

The following five California English?Language Arts content standards are included in the Word Analysis strand/cluster and are represented in this booklet by 23 test questions for grade 4. These questions represent only some ways in which these standards may be assessed on the Grade 4 California English?Language Arts Standards Test.

4RW1.0

4RW1.2 4RW1.3 4RW1.4 4RW1.5 4RW1.6

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Vocabulary and Concept Development: Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

Vocabulary and Concept Development: Use knowledge of root words to determine the meaning of unknown words within a passage.

Vocabulary and Concept Development: Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

Vocabulary and Concept Development: Use a thesaurus to determine related words and concepts.

Vocabulary and Concept Development: Distinguish and interpret words with multiple meanings.

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

Released Test Questions

CALIFORNIA STANDARDS TEST

English?Language Arts

GRADE

4

The Reading Comprehension Strand/Cluster

The following six California English?Language Arts content standards are included in the Reading Comprehension strand/cluster and are represented in this booklet by 26 test questions for grade 4. These questions represent only some ways in which these standards may be assessed on the Grade 4 California English?Language Arts Standards Test.

4RC2.0

4RC2.1 4RC2.3 4RC2.4 4RC2.5 4RC2.6 4RC2.7

READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials: Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text: Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

Comprehension and Analysis of Grade-Level-Appropriate Text: Evaluate new information and hypotheses by testing them against known information and ideas.

Comprehension and Analysis of Grade-Level-Appropriate Text: Compare and contrast information on the same topic after reading several passages or articles.

Comprehension and Analysis of Grade-Level-Appropriate Text: Distinguish between cause and effect and between fact and opinion in expository text.

Comprehension and Analysis of Grade-Level-Appropriate Text: Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

GRADE

4

CALIFORNIA STANDARDS TEST

English?Language Arts

Released Test Questions

The Literary Response and Analysis Strand/Cluster

The following five California English?Language Arts content standards are included in the Literary Response and Analysis strand/cluster and are represented in this booklet by 14 test questions for grade 4. These questions represent only some ways in which these standards may be assessed on the Grade 4 California English? Language Arts Standards Test.

4RL3.0

4RL3.1 4RL3.2 4RL3.3 4RL3.4 4RL3.5

LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature: Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text: Identify the main events of the plot, their causes, and the influence of each event on future actions.

Narrative Analysis of Grade-Level-Appropriate Text: Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.

Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

Narrative Analysis of Grade-Level-Appropriate Text: Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

Released Test Questions

CALIFORNIA STANDARDS TEST

English?Language Arts

GRADE

4

WRITING

The Writing portion of the Grade 4 California English?Language Arts Standards Test has two strands/reporting clusters: Writing Strategies and Written Conventions. Each of these strands/clusters is described below.

The Writing Strategies Strand/Cluster

The following eight California English?Language Arts content standards are included in the Writing Strategies strand/cluster and are represented in this booklet by 27 test questions for grade 4. These questions represent only some ways in which these standards may be assessed on the Grade 4 California English?Language Arts Standards Test.

4WS1.0

4WS1.1 4WS1.2

4WS1.3 4WS1.5 4WS1.6 4WS1.7 4WS1.8 4WS1.10

WRITING STRATEGIES: Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus: Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

Organization and Focus: Create multiple-paragraph compositions: 2) Establish and support a central idea with a topic sentence at or near the beginning of

the first paragraph. 3) Include supporting paragraphs with simple facts, details, and explanations. 4) Conclude with a paragraph that summarizes the points.

Organization and Focus: Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Research and Technology: Quote or paraphrase information sources, citing them appropriately.

Research and Technology: Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).

Research and Technology: Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

Research and Technology: Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

Evaluation and Revision: Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

GRADE

4

CALIFORNIA STANDARDS TEST

English?Language Arts

Released Test Questions

The Written Conventions Strand/Cluster

The following seven California English?Language Arts content standards are included in the Written Conventions strand/cluster and are represented in this booklet by 24 test questions for grade 4. These questions represent only some ways in which these standards may be assessed on the Grade 4 California English?Language Arts Standards Test.

4WC1.0

4WC1.1 4WC1.2 4WC1.3 4WC1.4 4WC1.5 4WC1.6 4WC1.7

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure: Use simple and compound sentences in writing and speaking.

Sentence Structure: Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Grammar: Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation: Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

Punctuation: Use underlining, quotations marks, or italics to identify titles of documents.

Capitalization: Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

Spelling: Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

Released Test Questions

CALIFORNIA STANDARDS TEST

English?Language Arts

GRADE

4

Read these two passages about changes. Think about how the passages are alike and how they are different.

The Purest Heart

A Story from China

1

In a forest in China, there lived a snake. The snake had a beautiful garden of flowers. One day the snake

caught Chow Wing gathering the snake's flowers for his three daughters. The snake was angry. "Chow Wing,"

he hissed, "you must give me one of your daughters as a wife." Frightened, the man agreed.

2

At home, Chow Wing grew sick with worry. He could neither eat nor sleep.

3

"Please eat, Father," said his eldest daughter, Hua.

4

"I am too worried," he said. "Hua, will you marry the snake and save us?"

5

"You cannot ask me to marry a snake, Father!" said Hua, laughing. "He is so ugly, and I am beautiful.

Everyone says so."

6

Next he turned to Fung, his middle daughter. "Fung, will you marry the snake?"

7

"Dearest Father," said Fung, sighing deeply. "This snake is so harsh. I cannot!"

8

The youngest daughter, Tao, stepped forward. "I will marry the snake," she said.

9

In the forest some days later, sweet Tao married the snake. She became a good wife, cleaning and cooking

and always being kind and respectful to her husband.

10 One scorching summer afternoon, Tao returned from collecting water to find the snake dying from thirst. Quickly she plunged him into the cool water that she had brought. Before her eyes, he began to grow and change. When he had completed this change, he was a strong and handsome young man!

11 "Tao," he said. "A spell changed me into an ugly snake, but your love and kindness changed me back into my real self."

12 The happy couple visited Chow Wing, Hua, and Fung. How amazed they were! The sisters also felt pangs of envy, now that Tao was married to such a fine young man. Deep in their hearts, though, they knew that she was the one of pure heart, the only one who could have broken the evil spell.

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

GRADE

4

CALIFORNIA STANDARDS TEST

English?Language Arts

Released Test Questions

Kapapitoe and the Lizard

A Story from Indonesia

1

In an Indonesian jungle lived an old woman who had raised a lizard

as if he were her son. One day the lizard said, "Please go to the house of

seven sisters. Ask if one of the sisters will marry me."

2

The old woman went to the seven single sisters' house and asked the

oldest to marry the lizard. The young woman laughed, saying, "Who

would marry a lizard?"

3

Each day for a week, the old woman returned with bridal gifts and

the marriage offer. One by one, six of the seven sisters refused. Finally

she came to the youngest sister, Kapapitoe. "I will marry him," she said.

A week later, the old woman returned with the bridal gifts and the lizard

in a basket.

4

The six older sisters were cruel to Kapapitoe's lizard husband. After working in the jungle all day, they would

clean their feet on his scaly back. As the planting feast of Ta Datoe approached, they said to him, "You may not go

to this feast, for you are an ugly lizard." Kapapitoe was kind to her husband and hated the way her sisters treated

him. As the youngest, though, she had no power over them.

5

The day before the feast, the lizard asked his wife to carry him into the jungle. There he used his long, slashing

tail to cut trees and grass until he had cleared a field for planting. "There, now they will surely let me go to the

planting feast tomorrow!" he said to Kapapitoe. Remaining cruel, the six sisters told him he was too revolting to be

seen in their company.

6

On the day of the feast, Kapapitoe was ready to go to the river and wash. "Please take me to the river with you,"

said her husband, and so she did. The lizard went into the water. When he came out, he was a handsome young

man dressed in fine clothes!

7

At the feast everyone asked, "Who is that handsome man with Kapapitoe?"

8

The old woman smiled and said, "It is her husband."

9

Oh, how jealous those six sisters were! They tried time and time again to steal Kapapitoe's husband from her,

but he loved only his wife.

CSR1P063

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright ? 2009 California Department of Education.

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